Learning Styles for Virtual Learning Environments

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<ul><li><p>Blood from the Shoulder of Pallas: Using Learning Style as a guide when developing learning materials for a Virtual Learning EnvironmentDamian GordonGordon BullDIT e-Learning Research Group</p></li><li><p>IntroductionComputer-Assisted Learning 2003the medium is the message3rd Level Topics can sometimes be complex and dense, for example ;Structured Systems Analysis and Design Methodology (SSADM)</p></li><li><p>S.S.A.D.M.A methodology to structure a project into small, well-defined activities and specify the sequence and interaction of these activities</p></li><li><p>S.S.A.D.M.A methodology to structure a project into small, well-defined activities and specify the sequence and interaction of these activitiesUses diagrammatic and other modelling techniques to give a more precise (structured) definition is understandable by both users and developers</p></li><li><p>S.S.A.D.M.</p></li><li><p>S.S.A.D.M.</p></li><li><p>S.S.A.D.M.One of the few open methods available for information systems developmentA very comprehensive organisational methodDeveloped by the British civil service</p></li><li><p>S.S.A.D.M.</p></li><li><p>S.S.A.D.M.</p></li><li><p>S.S.A.D.M.</p></li><li><p>S.S.A.D.M.Broken up into six stages, but because it is an organisational methodology given the proper inputs a developer (or student) should be able to start at any stage.</p></li><li><p>How to Teach it ?In a theoretical fashion with worked out examples and analysing case studiesAs a series of case studies for the studentsA combination of both </p><p>Each approach will appeal to some students and definitely not to others (customisation?)</p></li><li><p>VLEsVirtual Learning Environments (VLEs) provide a range of tools to address a range of student styles, the question is, which tools for which styles ???</p></li><li><p>Wants to talk through their ideas in order to clarify them.</p><p>LEARNS BY TEACHING OTHERS</p></li><li><p>Wants to talk through their ideas in order to clarify them.</p><p>LEARNS BY TEACHING OTHERSGathers information from numerous sources. Likes to reflect and clarify before speaking</p><p>CONCERNED WITH THEIR OWN UNDERSTANDING</p></li><li><p>Wants to talk through their ideas in order to clarify them.</p><p>LEARNS BY TEACHING OTHERSGathers information from numerous sources. Likes to reflect and clarify before speaking</p><p>CONCERNED WITH THEIR OWN UNDERSTANDING</p></li><li><p>Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions</p><p>LIKE SIMULATIONS OR EXPERIMENTS</p></li><li><p>Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions</p><p>LIKE SIMULATIONS OR EXPERIMENTSFocus on facts and details. Like structured lectures, guidelines and objectives. Tend to apply standard solutions</p><p>CONCERNED WITH WHAT MUST BE KNOWN</p></li><li><p>Interested in the patterns and relationships between the facts, discovery learning, they try to develop new original solutions</p><p>LIKE SIMULATIONS OR EXPERIMENTSFocus on facts and details. Like structured lectures, guidelines and objectives. Tend to apply standard solutions</p><p>CONCERNED WITH WHAT MUST BE KNOWN</p></li><li><p>Subjective in their decision making and consider how their decisions affect others, like small group exercises</p><p>OPEN-ENDED CONSTRUCTIVISTIC FORMATS</p></li><li><p>Subjective in their decision making and consider how their decisions affect others, like small group exercises</p><p>OPEN-ENDED CONSTRUCTIVISTIC FORMATSReply on analysis, logic and existing principles. Like tests to measure progress.</p><p>ANALYSE CASE STUDIES </p></li><li><p>Subjective in their decision making and consider how their decisions affect others, like small group exercises</p><p>OPEN-ENDED CONSTRUCTIVISTIC FORMATSReply on analysis, logic and existing principles. Like tests to measure progress.</p><p>ANALYSE CASE STUDIES </p></li><li><p>Prefer flexibility and adaptability, often postpone doing work until the very last minute</p><p>SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND)</p></li><li><p>Prefer flexibility and adaptability, often postpone doing work until the very last minute</p><p>SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND)Prefer structure and organisation, appreciate any resources that can help them plan their work</p><p>DEADLINES ARE SACRED</p></li><li><p>Prefer flexibility and adaptability, often postpone doing work until the very last minute</p><p>SEEK INFORMATION UNTIL THE DEADLINE (AND OFTEN BEYOND)Prefer structure and organisation, appreciate any resources that can help them plan their work</p><p>DEADLINES ARE SACRED</p></li><li><p>Algorithm</p></li><li><p>So group the students that should be...</p></li><li><p>S.S.A.D.M.</p></li><li><p>Athena, the Greek goddess of wisdom,had a companion Owl on her shoulder which revealed unseen truths to her. Her owl had the ability to light up Athenas blind side, enabling her to speak the whole truthThe Little Owls claws point in an inward direction, therefore to rest upon Athenas shoulder, the Little Owl must have drawn blood </p></li></ul>